This paper explores various models of curriculum theories, focusing on Johnson’s model, and its connection to the proposed Personalized Education Curriculum System (PECS). Johnson’s curriculum theory emphasizes a systems approach to curriculum design and categorizes it into three levels: the societal level, the institutional level, and the instructional level. This paper seeks to explore the societal level of Johnson’s model and its relevance to the design of PECS, particularly in addressing societal needs and values. It further scopes down into the teaching and learning process from a societal perspective, highlighting its alignment with learner-centered approach.

Curriculum development is a complex and multidimensional field, with various theories and models shaping its discourse. Kridel (2010), as cited in the Encyclopedia of Curriculum Studies by Yasar and Alsan (2021), defines curriculum theory as an interdisciplinary study that considers historical, sexist, political, racial, international, post-modern, autobiographical, and religious dimensions of the curriculum. Additionally, Barron (2020) introduces notable curriculum models such as Tyler’s, Taba’s, and Johnson’s. Johnson’s model of curriculum theory promotes a systemic view of curriculum design, considering it as a structured process. Munna and Kalam (2021) posits that according to Johnson’s 1967 model, curriculum represents the output of a curriculum development system and consists of a structured series of intended learning outcomes.

The proposed personalized education curriculum system (PECS), aligns itself with the principles of social reconstruction, as discussed in Schiro’s (2013) perspective. This alignment with social reconstruction is congruent with Johnson’s model of curriculum theory, emphasizing the curriculum’s focus on societal needs and values.

The societal level of the curriculum system encompasses subjects intended to meet the needs of society. An illustrative example is when curriculum developers collaborate with a community faced with unemployment to introduce entrepreneurship as a subject in local schools, aiming to combat unemployment. This exemplifies curriculum responsiveness to the specific societal needs of that community. In essence, Johnson’s model of curriculum theory advocates for a relevant curriculum system that responds to societal needs, as opposed to imposing irrelevant subjects, as is often the case with the current South African curriculum (CAPS). In contrast to the existing CAPS framework, the proposed PECS integrates entrepreneurship as more than a theoretical concept. Instead, it is designed to enable learners to acquire practical skills in running businesses. Unlike CAPS, where entrepreneurship is typically a chapter in a Business Management textbook, PECS treats entrepreneurship as an independent and comprehensive subject. This approach ensures the effective utilization of all the skills and knowledge such a subject can offer, aligning with Johnson’s vision of curriculum that is responsive to societal needs.

Adhering to the societal level of Johnson’s curriculum theory, PECS necessitates a learner-centered approach to the teaching and learning process. Norman (1996) describes a learner-centered approach as akin to the ‘user-centered’ focus of modern interface design, where the focus is on the needs, skills, and interests of the learner. This approach often involves problem-based learning tailored to the interests and needs of the learners. PECS, in line with this, advocates for a learner-centered approach, as opposed to the traditional teacher-centered approach of CAPS. A learner-centered approach considers learners’ individual educational needs, interests, and aspirations as also argued in Schweitzer’s (2019) perspective. In essence, PECS empowers learners to take control of their education, fostering a more interactive and engaging learning environment. Education is meant to be a solution to the challenges faced by the society, in the South African basic education level, education appears to be exacerbating the existing challenges instead.

Concerns of this nature prompted the development of the Personalized Education Curriculum System (PECS). Rooted in a humanistic approach and drawing from quality curriculum theory and competency-oriented education, PECS focuses on practical assessments to gauge students’ relevant skills, aptitudes, and values essential for navigating modern society effectively. PECS emerged as a response to dissatisfaction with the modernist curriculum system in South Africa, akin to the birth of postmodernism. It seeks to rescue learners from a curriculum that lacks progressive elements and fails to provide differentiated learning suitable for all students. Similar to the historical advent of progressivism, PECS acts as a disruptive and qualitative curriculum system aimed at resolving the confusion stemming from curriculum inconsistencies. PECS intends to restore the worth and respect of the education system by rendering it responsive to societal needs through a curriculum rooted in liberal education principles. A unique aspect of PECS is its emphasis on affording learners’ insights into the working world during their schooling years. This distinct feature underscores the relevance and inspiration that PECS offers to the educational community of South Africa and the broader African context. This perspective envisions an improved education system achieved through the implementation of such an approach.

Know more about PECS: https://simnandisolutions.co.za/personalized-education/

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Cite this publication: XABA, S.S. 2023.A scope towards Johnson`s model of curriculum theory: relatability to the Personalized Education Curriculum Systems (PECS). https://simnandisolutions.co.za/post/

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Munna, A.S., & Kalam, A. (2021). Application of Theories, Principles and Models of Curriculum Design: A Literature Review. International Journal of Multidisciplinary and Current Educational Research (IJMCER), 3(1), 147-153. https://files.eric.ed.gov/fulltext/ED610962.pdf. Date of Access: 3 November 2023.

Norman, D. A. & Spohrer,C. A. 1996.Learner centered education.

https://www.researchgate.net/publication/202165703_Learner-Centered_Education#:~:text=In%20this%20approach%2C%20the%20focus,and%20needs%20of%20the%20learners. Date of Access: 1 November 2023

Schiro, M. S. (2013). Curriculum theory: Conflicting visions and enduring concerns. (2nd Ed.). Los Angeles: Sage Publications.

Yaşar, C. G., & Aslan, B. (2021). Curriculum theory: A review study. International Journal of Curriculum and Instructional Studies, 11(2), 237-260.